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Year 10 Assessment Manual 2012 “an educated woman means there is an educated society� Archbishop John Bede Polding Founder of the Sisters of the Good Samaritan


Assessment is the process of identifying, gathering and interpreting information about student learning and is linked to syllabus and performance standards. Hence teaching, learning, assessment and reporting are clearly aligned. The high-quality curriculum offered at the College engages and challenges all students to maximise their individual talents and capabilities for life-long learning in preparation for success in life in the 21st Century. Student learning at St Mary Star of the Sea College is measured in a range of meaningful and equitable ways. Assessments are of high quality which support learning for all students and feedback is timely and constructive. The College allows students multiple opportunities in varying contexts, to demonstrate what they know, understand and can do in relation to the syllabus outcomes. The College provides two formal written reports annually to parents/carers. These reports will communicate information about student achievement and progress gained from the assessment process. There are also opportunities for parents to meet formally with teachers to discuss their daughterâ€&#x;s progress. This manual includes assessment grids which will help your daughter in her preparation for tasks as well as assessment procedures. If you have any questions, do not hesitate to contact the College.

2012 Year 10 Assessment Manual


What happens if you are unable to come to school on the day of an assessment task

You will be given a zero for class tasks OR If it is a hand-in you will be penalized 10% of the maximum mark each day it is late. After 2 days late a zero is given.

2012 Year 10 Assessment Manual

no

ILLNESS

MISADVENTURE

You must ring the College

You must ring the College

You must provide written documentation to the classroom teacher

no You must provide evidence to the classroom teacher

You will be given a zero for class tasks OR If it is a hand-in you will be penalized 10% of the maximum mark each day it is late. After 2 days late a zero is given.


Assessment Procedure Absence on the day of completion/submission of Assessment Task: 1. Leave, other than sick days or absence for single days, should be requested by letter to the Principal. 2. Students who are absent due to illness/misadventure, must ring the College on the due date of the Assessment Task, and must supply written documentation to the classroom teacher, on the day of return to scheduled classes. For the above circumstances, the classroom teacher in consultation with the KLA Coordinator may: allow the student to complete a substitute task, grant an extension of time, or, in exceptional circumstances, a student may be given an estimate based on other appropriate evidence. Failure to follow the procedure as outlined can result in a zero being awarded for that particular task or examination. Failure to Meet Assessment Requirements Late Submission of an Assessment Task Late submission of an assessment task, not supported by a justifiable reason, will be penalised a total of 10% of the maximum mark attainable on each day it is late. A task submitted on the third day following the submission date will be given a zero. If a hand in due on Friday is not submitted the 10% penalty per day for two days applies. However, the task will be accepted and marked without further penalty if handed in on the Monday. All tasks are to be submitted during the lesson time on the due date. Non-genuine Attempt at an Assessment Task If a student does not make a genuine attempt in an Assessment Task, a zero mark will be awarded. A non-genuine attempt is where a student writes irrelevant or inappropriate comments or fails to seriously address the task.

2012 Year 10 Assessment Manual


Malpractice Plagiarism and/or cheating in an Assessment Task will be deemed MALPRACTICE and the student will receive a zero mark. Computer Difficulties Students cannot use as a reason for lateness computer error or printing problems. It is expected that, in extreme cases of computer malfunction, students will have copies of notes to demonstrate the development and progress of their work. Student appeals The matters that the College will consider for appeals are in regards to: a) the administration of the task b) computational errors in determining the mark c) Change of date to an assessment The Appeal must be in writing to the Academic Care Coordinator. Appeals against a mark or grade If a student questions the marks awarded or grade given in any task, they must raise the matter immediately with their class teacher. If the matter is not resolved it must be referred to the Subject Coordinator. At this stage the reasons for the appeal should be put in writing by the student. It will be at the discretion of the Academic Care Coordinator if an assessment will be remarked. Appeals against a change of date The dates included in the assessment grids may change. If the date is changed for an assessment task, students will receive a change of date notification.

2012 Year 10 Assessment Manual


REPORTING STUDENT ACHIEVEMENT Students will receive a report at the end of each semester. This report will provide accurate and objective assessment of a student‟s progress. This assessment will be reported against the achievement levels A – E. Additional information will also include the student achievement relevant to her cohort at St Mary‟s College. STUDENT RIGHTS Assessment schedules Year 10 students will be issued with a schedule of tasks at the start of the year which contribute towards grading. This should include:  the number of assessment tasks  the timing of tasks  the value of each task  the nature of each assessment task (eg assignment). SATISFACTORY COMPLETION OF A COURSE Course completion criteria A student will be considered to have satisfactorily completed a course if, in the Principal‟s view, there is sufficient evidence that the student has: (a) (b) (c)

followed the course developed or endorsed by the Board, and applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school, and achieved some or all of the course outcomes.

Students who have not complied with the above requirements cannot be regarded as having satisfactorily completed the course and will be awarded an “N” grade. Parents will be notified in writing if a student is at risk of not satisfactorily completing a course 2012 Year 10 Assessment Manual


Attendance The Board of Studies does not set a minimum attendance for the satisfactory completion of a course. The Principal may determine that, as a result of absence, the above course criteria might not have been met. Leave may be granted to cover absences from the Collegeâ€&#x;s educational program for short periods, provided that the reason for the leave is substantial and that the progress towards course outcomes will not be unduly affected. Any unsatisfactorily explained absence, or series of unexplained absences, if the length or pattern is extensive, may result in a course(s) not being satisfactorily completed. Warning letters will be issued and these will indicate how the absence may result in non-completion of course requirements and must set out the steps necessary for the student to complete the course(s). It is a requirement for students to attend until the final day of Year 10 as determined by the College. Students with special education needs The curriculum at the College provides for equitable access, participation and outcomes for all students. Most students with special education needs will access the regular curriculum but may require additional support. This support will be determined on the individual needs of each student and in collaboration with the class teacher and learning support staff. For some students Life Skills outcomes may be recommended to provide more relevance and accessibility to the curriculum. Acceleration Students may accelerate in single subjects or in all subjects if they satisfy the criteria for accelerated progression. All accelerants must obtain approval from the Dean of Studies before they can be accepted for acceleration. Students may apply for acceleration in writing to the Dean of Studies.

2012 Year 10 Assessment Manual


RECORDS OF SCHOOL ACHIEVEMENT CREDENTIAL (RoSA) The RoSA has replaced the Year 10 School Certificate. This credential will be awarded to eligible students after four years of secondary education and only when they have officially left school. From 2012, students will not be required to sit for any external exams at the end of the year. Fully implemented the RoSA will: -

Be a record of the full range of student achievements right up to the day they do their HSC or leave school

-

Provide an electronic record of achievements that students can use at any time

-

Use assessment by teachers in schools, moderated by the Board of Studies NSW to ensure reliability and fairness of grades

-

Provide the capacity to record vocational courses and studentsâ€&#x; vocational experiences as well as citizenship and leadership achievements such as First Aid courses, community languages courses and Duke of Edinburgh awards

-

Offer on-line literacy and numeracy tests, with particular emphasis on work readiness, that students will be able to undertake twice a year from next year.

2012 Year 10 Assessment Manual


RoSA KEY FACTS Who will get it? Students will need to have completed the mandatory requirements for Stage 5 (Year 10) to be eligible for a RoSA. Those eligible students who choose to leave school prior to receiving their HSC, will receive a RoSA. When will they get it? A RoSA will only be provided to those eligible students who choose to leave school prior to receiving their HSC. What will it show? A RoSA will show grades for all the courses a student has completed up until the point they leave school – including those completed in Year 10, Year 11 or even Year 12. Why give grades? Grading is a way of showing a studentâ€&#x;s level of achievement in a course in a way that can be compared fairly between individual students. Giving grades in courses completed after year 10 will also mean that every student gets acknowledgement for all the work they have done, right up to the time they leave school. How will students get grades? A to E grades are currently awarded for courses completed in Year 10. That same system will now be extended to include courses completed after Year 10 as well (up to the time a student receives an HSC result). Students will be required to submit assessment tasks as delivered by their schools. Teachers will then use marks from those assessments to allocate a grade for each student at the end of the course. Teachers will submit those grades to the Board of Studies NSW for inclusion on the RoSA if required. How can we be sure that grades are awarded consistently? It is important for students, parents and employers that grades are awarded consistently. Teachers already have a strong level of professional judgement, and the Board of Studies NSW will support that further by providing workshops and online resources, including student work samples.

2012 Year 10 Assessment Manual


Why offer literacy/numeracy tests? Parents and employers in particular are increasingly interested in having a clear affirmation of a student‟s fundamental levels of literacy and numeracy. This measure will help provide valuable information to an employer when they are considering job candidates who have not completed their HSC. The literacy/numeracy tests will also help students, parents and teachers determine if a student needs particular support in an area, or form the basis of further discussion about whether a student is ready to leave school. How will literacy/numeracy tests be developed and delivered? The Board of Studies NSW will offer optional literacy/numeracy tests. The tests will be delivered online and information will be provided to schools about supervision of the tests. Schools will be asked to provide two „windows‟ each school year in which students could sit the tests. Students will only be able to sit the test one time in each window, however they can sit the test again in a new window should they decide to remain at school. If a student does sit the test more than once, it will be the results from their most recent test that will be applicable when they leave school. Why record extra-curricular activities? Increasingly, parents, students, employers and providers of further education are looking at more than a student‟s level of academic attainment. This information can help form a more comprehensive picture of a student‟s interests, commitments and achievements in areas other than school. How will extra-curricular activities be recorded? The Board of Studies NSW will develop a tool that will allow a student to capture and consolidate evidence of extra-curricular activities. This tool will be developed and piloted in schools in 2012. It is intended that, certainly in the early stages, the tool will focus on activities that already have an authentication framework. This will make it easier for employers and others to be sure that the achievements recorded are correct. Activities widely available that already have authentication include: life-saving and first aid qualifications, VET courses, AMEB certification and the Duke of Edinburgh Awards.

2012 Year 10 Assessment Manual


Grading The Board of Studies has developed the Common Grade Scale that describes five levels of achievement, A - E. The table following gives an indication of how these levels help to assess your performance. Grade A The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations. B

The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.

C

The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

D

The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.

E

The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

For each course, a set of Course Performance Descriptors has been developed based on the Common Grade Scale. These descriptors provide a more complete description of typical performance of each course. All subjects use 5 grades A - E to summarise student achievement at the end of Year 10. However, in Mathematics, A10, A9, B8, B7, C6, C5, D4, D3, and E2 are used to reflect the three mathematics pathways. Teachers will collect assessment information about student achievements in a course and relate it to the Course Performance Descriptors. The information will assist them in making the final judgement of the grade to award at the end of Year 10. No grades will be awarded for Life Skills courses. These are reported through the listing of outcomes on the Student Profiles. For wording of the course outcomes, visit www.boardofstudies.nsw.edu.au or approach the relevant KLA Coordinator

2012 Year 10 Assessment Manual


COURSE: RELIGION, CATHOLIC STUDIES KLA: RELIGION Assessment Strategies Date Outcomes Areas of Assessment

Task 2 Class Task / Response Term 2, Week 6 A10-3, B10-2

20 10

B10-2 The History of the Church

10

C10-2 Major Christian Denominations

Task 4 Oral and Hand in (class) Term 4, Oral Week 1 & 2 E10-3

YEARLY REPORT

A10-3 A Synoptic Gospel

Task 3 Research, Handin Term 3, Week 2 C10-2

HALF YEARLY REPORT

C10-3 Ancient & Indigenous Religions

Task 1 Class Task / Response Term 1, Week 8 C10-3

30

D10-2 Eucharist 30 Percentage

2012 Year 10 Assessment Manual

20

20

30

30


COURSE: ENGLISH KLA: ENGLISH Task 1 Listening Task

Task 2 Essay

Task 3 Speech

Task 4 Yearly Exam

Date

Term 1, Week 9

Term 2, Week 5

Term 3, Week 5

Term 4, Week 4

Outcomes

2, 4, 5, 7, 8

1, 2, 3, 7, 9, 10, 11

1, 3, 6, 7, 8

1, 2, 3, 4, 7, 8

Areas of Assessment x

Writing

x

Listening

x

x

Viewing

x

x

x

x

x

Representing

x

Making connections

x

Speaking Percentage

2012 Year 10 Assessment Manual

x

x

x 20

25

25

30

YEARLY REPORT

Reading

HALF YEARLY REPORT

Assessment Strategies


COURSE: MATHEMATICS KLA: MATHEMATICS Assessment Strategies

Outcomes

PAS 5.2.1,5.2.2, 5.2.4 PAS 5.3.1, 5.3.2 (5.3 Only) NS5.3.1 (5.3 Only) WM Outcomes

PAS 5.1.2, 5.2.1,5.2.2, 5.2.4, 5.3.1, 5.3.2, 5.3.3, 5.3.4 MS5.1.2, 5.2.3, MS5.3.2 DS5.1,1, 5.2.1 WM Outcomes

Areas of Assessment

- Algebra & Linear Equations - Rational and Irrational Numbers (5.3 Pathway only) - Quadratic Equations & Sketching Parabolas (5.1, 5.2 Pathways only)

-

Date

Algebra & Linear Equations Quadratic Equations Parabolas Trigonometry Simultaneous Equations Curve Sketching (5.3 Only)

Task 3 Assessment Task 3 hand-in Term 3, Week 4 MS4.2, 5.1.1, 5.2.2, 5.3.1 WM Outcomes

-

Surface Area and Volume

Task 2 will contain a noncalculator section on Working Mathematically, Patterns and Algebra, Number, Data, Measurement and/or Space and Geometry.

Percentage

2012 Year 10 Assessment Manual

20

30

Task 4 Yearly Exam Term 4, Week 4 DS5.1.1, 5.2.1, WM5.1.2, 5.1.3, 5.1.5, 5.2.3, 5.2.4, 5.2.5 NS5.1.2, NS5.2.2, 5.1.3, 5.3.2 PAS5.1.2, 5.2.4, PAS5.3.3 PAS5.3.4 MS5.1.1, 5.2.2, 5.3.1 PAS5.2.5, PAS5.3.5 SGS5.2.2, 5.3.1, 5.3.2, 5.3.3, 5.3.4, 5.3.5 WM Outcomes - Data Analysis & Evaluation - Consumer Arithmetic - Curve sketching - Surface area and volume - Graphs of Physical Phenomena - Congruence & Similarity (all Pathways 5.3, 5.2 & 5.1) and Deductive Geometry (5.3 only) - Probability Task 4 will contain a noncalculator section on Working Mathematically, Patterns and Algebra, Number, Data, Measurement and/or Space and Geometry.

20

30

YEARLY REPORT

Task 2 Half-Yearly Term 2, Week 5

HALF YEARLY REPORT

Task 1 Assessment Task Term 1, Week 6


COURSE: SCIENCE KLA: SCIENCE Assessment Strategies

Task 1 Theory Exam (Half-Yearly Exam)

Task 2 Student Research Project

Task 3 Practical Exam

Task 4 Yearly Exam

Date

Term 2, Week 5

Term 2, Week 7 – 10

Term 3, Week 8

Term 4, Week 3

5.13 – 5.22

5.2,5.4,5.13-16,5.17-20

Term 3, Week 2 (Due) Outcomes

5.2, 5.4, 5.13 – 5.16,

5.13 – 5.22

5.17 – 5.20 Areas of Assessment

x

Skills in planning and conducting investigations and working individually and in teams

x

x

x

Skills in scientific thinking and problem solving

x

x

x

x

Skills in communicating information and understanding

x

x

x

x

Percentage

30

20

15

35

2012 Year 10 Assessment Manual

YEARLY REPORT

Knowledge Understanding of the history, nature, practice and applications of science, current issues, research and development and the implications of science for society and the environment, scientific models, theories, laws, structures, systems and interactions


COURSE: GEOGRAPHY KLA: HSIE Task 1 Fieldwork Project

Task 2 Cross Form Skills Test (Half Yearly)

Date

Term 2, Week 1

Term 2, Week 5

Outcomes

5.3, 5.4

5.3, 5.6, 5.7, 5.10

Areas of Assessment

Conduct fieldwork on Coastal Management and generate a report based on findings.

Geographical skills and response based on geographical issues in Australia.

Percentage

2012 Year 10 Assessment Manual

25

20

Task 3 Research and Response

Task 4 Yearly Exam

Term 3, Week 7

Term 4, Week 4

5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.10 Australia in its Regional and Global context. Future Challenges

5.1, 5.2, 5.3, 5.4, 5.6, 5.7, 5.8, 5.9, 5.10 Issues in Australiaâ€&#x;s Environment Australia in its Regional and Global context. Future Challenges

20

35

YEARLY REPORT

Fieldtrip Term 1 Week 8

HALF YEARLY REPORT

Assessment Strategies


COURSE: HISTORY KLA: HSIE Assessment Strategies

Task 1

Task 2

Outcomes

5.1, 5.10

5.1, 5.2, 5.3, 5.4. 5.5, 5.9, 5.10

Areas of Assessment

Knowledge, Research and The Vietnam War Era Communication on Post War Australia

Percentage

2012 Year 10 Assessment Manual

20

25

Knowledge, Source Analysis, Research and Communication

Yearly Exam

Term 3, Week 10

Term 4, Week 4

5.1, 5.7, 5.8, 5.10,

5.1, 5.2, 5.3, 5.5, 5.7, 5.9

Changing Rights and Freedoms of Indigenous Australians and other groups

People, Power and Politics in the Post-War Period.

(Including extended response – knowledge, source analysis and communication)

25

30

YEARLY REPORT

Term 2, Week 5

Task 4

100

Term 1, Week 5-6

45

Date

HALF YEARLY REPORT

Knowledge, Research and Half Yearly Exam Communication Source Analysis, Knowledge and Communication

Task 3


COURSE: PDHPE KLA: PDHPE Assessment Strategies

Date

Outcomes

Task 1 Practical Assessment Term 1 and Term 2 Term 1 – Net Court Games Term 2 – Rhythmic Gymnastics Performance 5.4, 5.5, 5.9, 5.13, 5.14, 5.15

Task 2 Risky Business/Limiting Risks, Protecting Lives Term 2, Week 6

Task 3 Don‟t Dis the Disease – Matrix and Portfolio Term 3, Week 10

Task 4 Physical Fitness – Testing/Activities Term 3 & 4 Progressive

5.6, 5.7, 5.12, 5.16

5.1, 5.7, 5.8, 5.11, 5.15, 5.16

5.4, 5.9, 5.14, 5.15

10

Percentage

25

2012 Year 10 Assessment Manual

x

YEARLY REPORT

Rhythmic Gymnastics – hoop routine, choreography, creativity, individual skills, teamwork Risky Business/Limiting Risks - knowledge, understanding, problem solving and decision making skills Net Court Games – skills, strategies, team cooperation Don’t Dis the Disease Knowledge, research, problem solving skills. Physical Fitness – Pre Test, Development, Post Test

HALF YEARLY REPORT

Areas of Assessment

15 x x 25

25

25


COURSE: COMMERCE KLA: HSIE Assessment Strategies

Task 4

Court Report

Test

Research Report and Oral

Extended response and stimulus based short answers

Date

Term 1, Week 6

Term 2, Week 5

Term 3, Week 4

Term 4, Week 3

Outcomes

5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9

5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9

5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9

5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9

Areas of Assessment

Law & Society

Law in society and Law in action

Employment Issues/Political Involvement

Global Links

25

25

Percentage

2012 Year 10 Assessment Manual

25

25

YEARLY REPORT

Task 3

HALF YEARLY REPORT

Task 2

50

Task 1


COURSE: DANCE KLA: PERFORMING ARTS Task 1 Performance, Theatrical Jazz dance style

Task 2 Composition + Performance

Task 3 Performance & Composition

Task 4 Written analysis (hand in)

Date

Term 1, Week 8

Term 2, Week 6

Term 3, Week 7

Term 4, Week 2

5.1.1, 5.1.2, 5.1.3

5.2.1, 5.2.2, 5.3.1, 5.3.2

5.1.1, 5.1.3, 5.2.1, 5.2.2

5.3.1, 5.3.3

Outcomes Performance

20

Composition

10

20

10

20

Appreciation

Percentage

2012 Year 10 Assessment Manual

YEARLY REPORT

Areas of Assessment

HALF YEARLY REPORT

Assessment Strategies

20

20

30

30

20


COURSE: DESIGN AND TECHNOLOGY KLA: TAS Task 2 Hand-in Project

Date

Term 1, Week 9

Term 2, Week 4

Outcomes

5.1.1, 5.1.2, 4.5.1, 5.5.1, 5.6.1, 5.6.2, 5.6.3

5.1.1, 5.1.2, 5.2.1, 5.3.1, 5.3.2, 5.4.1, 5.5.1, 5.6.1, 5.6.2, 5.6.3

Areas of Assessment

Percentage

2012 Year 10 Assessment Manual

Structural

Student – negotiated Design and Designers

20

20

Task 3 Hand-in Project

Task 4 In class Test

Term 3, Week 8

Term 4, Week 5

5.1.1, 5.1.2, 5.2.1, 5.3.1, 5.3.2, 5.4.1, 5.5.1, 5.6.1, 5.6.2, 5.6.3

5.1.1, 5.1.2, 5.2.1, 5.3.1, 5.3.2, 5.4.1, 5.5.1, 5.6.1, 5.6.2, 5.6.3

Student – negotiated Proposal and Development

Student – negotiated Project Realisation and Evaluation

30

30

YEARLY REPORT

Task 1 Hand-in Project

HALF YEARLY REPORT

Assessment Strategies


COURSE: DRAMA KLA: PERFORMING ARTS Task 2 Writing & Performing

Task 3 Play Building Group Performance

Task 4 Dramatic Form Research

Date

Term 1, Week 6

Term 2, Week 3/Week 7

Term 3, Week 8

Term 4, Week 2

Outcomes

5.1.1, 5.1,3, 5.2.1, 5.2.3, 5.3.3

5.1.1, 5.1.3, 5.2.1, 5.2.3, 5.3.3

5.1.2, 5.1.4, 5.2.2, 5.2.3, 5.3.1 5.3.1, 5.3.2

Areas of Assessment Making

10

10

Performing

10

15

Appreciation

5

5

Percentage

25

30

2012 Year 10 Assessment Manual

YEARLY REPORT

Task 1 Melodrama Performance

HALF YEARLY REPORT

Assessment Strategies

15 20 10

35

10


COURSE: FOOD TECHNOLOGY KLA: TAS Task 2 Menu Design and Presentation/Practical

Task 3 Investigation and Product Presentation/Practical

Task 4 Yearly Exam In class

Date

Term 1, Week 8

Term 2, Week 3 & 4

Term 3, Week 7 & 8

Term 4, Week 3

Outcomes

5.3.2, 5.5.1, 5.6.1, 5.4.1, 5.6.2

5.3.2, 5.5.1, 5.5.2, 5.6.1, 5.1.1, 5.1.2, 5.2.1, 5.3.1, 5.4.1, 5.4.2, 5.6.2

5.3.2, 5.5.1, 5.5.2, 5.6.1, 5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.2.3, 5.6.2

5.3.2, 5.5.1, 5.5.2, 5.6.1, 5.1.1, 5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.4.1, 5.4.2, 5.6.2, 5.1.2

Areas of Assessment

Current Cuisines – Food Trends

Healthy Living for Life – Food for Special Needs

Celebrations –

- Food Trends

Percentage

2012 Year 10 Assessment Manual

20

30

Food for Special Occasions

- Food for Special Needs - Food for Special Occasions

20

30

YEARLY REPORT

Task 1 Research and Report Hand-in

HALF YEARLY REPORT

Assessment Strategies


COURSE: FRENCH KLA: LANGUAGES Task 1 Class Tests Speaking, Reading and Responding

Task 2 Class Tests Listening and Responding and Writing

Task 3 Assignment

Task 4 Yearly Exams All Skills

Date

Term 1, Weeks 8

Term 2, Week 4

Term 3, Week 4

Term 4, Weeks 2 & 3

Outcomes

5.UL. 2, 5.UL.3, 5.MLC.1, 5.MLC.2, 5.MBC.1, 5.MBC.2

5.UL.1, 5.UL. 4, 5.MLC.1, 5.MLC.2, 5.MBC.1, 5.MBC.2

5.UL.1, 5.UL. 2, 5.UL.3, 5.UL. 4, 5.MLC.1, 5.MLC.2, 5.MBC.1, 5.MBC.2

5.UL.1, 5.UL. 2, 5.UL.3, 5.UL. 4, 5.MLC.1, 5.MLC.2, 5.MBC.1, 5.MBC.2

5.UL.1 Listening & Responding 5.UL.2 Reading and Responding 5.UL.3 Speaking 5.UL.4 Writing

x x x x

x

x

x

x

x

x

x

x

Making Linguistic Connections

x

x

x

Moving Between Cultures

x

x

x

Percentage

20

20

40

2012 Year 10 Assessment Manual

20

YEARLY REPORT

Areas of Assessment

HALF YEARLY REPORT

Assessment Strategies


COURSE: INFORMATION AND SOFTWARE TECHNOLOGY KLA: TAS Assessment Strategies

Task 3

Task 4

Hand-in

Hand-in

Hand-in, class

Hand-in, Class

Date

Term 1, Week 9

Term 2, Week 4

Term 3, Week 8

Term 4, Week 5

Outcomes

5.2.1, 5.2.2, 5.2.3, 5.3.2, 5.5.1, 5.5.2, 5.5.3

5.3.1, 5.3.2, 5.5.1, 5.5.2, 5.5.3

5.1.1, 5.2.1, 5.2.2, 5.2.3

5.1.1, 5.2.1, 5.2.2, 5.2.3, 5.3.1, 5.5.2

Areas of Assessment

Digital Media

Robotics Research

Robotics Project

Web site development

Percentage

2012 Year 10 Assessment Manual

30

10

30

30

YEARLY REPORT

Task 2

HALF YEARLY REPORT

Task 1


COURSE: ITALIAN KLA: LANGUAGES Assessment Strategies

Date Outcomes

Task 1 Class Tests Speaking, Reading and Responding Term 1, Weeks 8

Task 2 Class Tests Listening and Responding and Writing Term 2, Week 4

Task 3 Assignment

Task 4 Yearly Exams All Skills

Term 3, Week 4

Term 4, Weeks 2 & 3

5.UL. 2, 5.UL.3, 5.MLC.1, 5.MLC.2, 5.MBC.1, 5.MBC.2

5.UL.1, 5.UL. 4, 5.MLC.1, 5.MLC.2, 5.MBC.1, 5.MBC.2

5.UL.1, 5.UL. 2, 5.UL.3, 5.UL. 4, 5.MLC.1, 5.MLC.2, 5.MBC.1, 5.MBC.2

5.UL.1, 5.UL. 2, 5.UL.3, 5.UL. 4, 5.MLC.1, 5.MLC.2, 5.MBC.1, 5.MBC.2

x

Language Study – Reading and Responding

x

Language Study – Speaking

x

Language Study Writing

x

x

x

x

x

x

x

x

x

Making Linguistic Connections

x

x

x

x

Moving Between Cultures

x

x

x

x

Percentage

20

20

20

40

2012 Year 10 Assessment Manual

YEARLY REPORT

Language Study Listening & Responding

HALF YEARLY REPORT

Areas of Assessment


COURSE: MUSIC KLA: PERFORMING ARTS Task 2 Viva voce (in-class) C20th & C21st styles: Australian Popular Music

Date

Term 1, Week 10

Term 2, Week 6

Outcomes

5.4, 5.5, 5.6

5.7, 5.8, 5.9, 5.12

Areas of Assessment Performance Composition

30

Listening Percentage

2012 Year 10 Assessment Manual

Task 3 Performance Australian C20th & C21st styles: Australian Popular Music Term 2, Week 9

5.1, 5.2, 5.3, 5.12

20

20 30

20

Task 4 a. Listening b. Group Performance Jazz Term 3 a. Week 8 b. Week 9 5.1, 5.2, 5.3, 5.7, 5.8, 5.12

20

10 20

30

YEARLY REPORT

Task 1 Composition styles (hand in) C20th Music

HALF YEARLY REPORT

Assessment Strategies


COURSE: PHYSICAL ACTIVITY AND SPORTS STUDIES KLA: PDHPE Assessment Strategies

Task 1 Outdoor Education

Task 2 European Handball Skills

Task 3 Sports Science

Task 4 Rhythmic Gym Ball/Ribbon

Task 5 Enhancing Performance

Date

Term 1, Week 8

Term 2 (Progressive)

Term 2, Week 8

Term 3 Week 6

(Sports Nutrition)

(Commences)

Term 4 (Progressive)

Term 3, Week 9 (Body Systems)

Outcomes

1.1, 2.1, 4.2, 4.4

3.1, 3.2, 4.1, 4.2, 4.3

x

Rhythmic Gym – ribbon or ball routine. Skills choreography, creativity, team interaction & cooperation

x

x

Sports Science Test – application of knowledge and understanding

2012 Year 10 Assessment Manual

3.1, 3.2, 4.1, 4.2, 4.3, 4.4

x x

25

15

30

20

10

YEARLY REPORT

Enhancing Performance – rules and etiquette, movement skills & performance, technique and form, strategies and tactics, analysis and evaluation of performance

European Handball skills – skills, tactics, game play, leadership, interaction, teamwork Percentage

3.1, 3.2, 4.1, 4.3

HALF YEARLY REPORT

Areas of Assessment

Outdoor Education - knowledge, understanding & research skills

1.1, 2.1, 3.2, 4.2, 4.4


COURSE: TEXTILES TECHNOLOGY KLA: TAS Assessment Strategies

Task 2

Task 3

Task 4

Research - Hand-in

Project 1 - Hand-in

Project 2 – Hand-in

Yearly Exam

Term 1, Week 7

Term 2, Week 4

Outcomes

5.5.1, 5.2.1, 5.3.2

5.3.1, 5.4.1, 5.5.2, 5.5.3

Areas of Assessment

Apparel

Apparel

Percentage

2012 Year 10 Assessment Manual

10

30

In class Term 3, Week 9

Term 4, Week 5

5.2.3, 5.3.2, 5.4.1, 5.5.2, 5.5.3 5.5.1, 5.1.2, 5.2.3, 5.3.1, 5.3.2, 5.4.1, 5.5.2, 5.5.3 Textile Arts

Apparel Textile Arts 40

20

YEARLY REPORT

Date

HALF YEARLY REPORT

Task 1


COURSE: VISUAL ARTS KLA: VISUAL ARTS Assessment Strategies

Task 1 Historical Study Hand-in

Task 2 2DArtmaking: VAD

Task 3 Study: Critical Study Hand-in

Task 4 3D/4D Artmaking: VAD

Date

Term 1, Week 6

Term 2, Week 3

Term 3, Week 6

Term 4, Week 2

5.4, 5.8

5.4, 5.5, 5.6

Areas of Assessment Making

x

Critical Historical

x

Percentage

20

2012 Year 10 Assessment Manual

30

Exhibition 5.8, 5.10

5.1, 5.3, 5.4 x x

20

30

YEARLY REPORT

Outcomes

HALF YEARLY REPORT

Exhibition


ASSESSMENT MAPPING TERM 1 2012 The timing of assessment tasks may change YEAR 10 This plan is a guide for you, to assist in your preparation, planning and study for assessment tasks. This schedule does not include class assessment. Progressive task – a progressive task is a task which is assessed at various points throughout the term 

PDHPE - Progressive Assessment throughout Term 1

Week 2

Week 7

Textile Technology – Hand-in

Week 3

Week 8

Week 4

Week 9

Religion Class Task Response Geography fieldtrip Food Technology A, B, C Hand-in PASS Task 1 Dance – Practical French – Task 1 Italian – Task 1 English – Listening Task Design and Technology – Hand-in IST Hand-in Music – Composition hand-in

Week 5

History – Hand-in and Orals

Week 10

Week 6

Mathematics – Assessment Task 1 History – Orals continue Commerce – Court Report hand-in Drama – Task 1 Visual Arts hand-in

Week 11

2012 Year 10 Assessment Manual


ASSESSMENT MAPPING TERM 2 2012 The timing of assessment tasks may change

This plan is a guide for you, to assist in your preparation, planning and study for assessment tasks. Progressive task – a progressive task is a task which is assessed at various points throughout the term  PDHPE - progressive throughout Term 2  PASS – progressive throughout Term 2 Week 1

Geography – Fieldwork Project hand-in

Week 5

Week 3

Drama – written Visual Arts artmaking exhibition commences Food Technology C - Practical

Week 8

English - Essay Mathematics – Assessment task 2 Science Theory Exam History Exam Geography Exam Commerce – test Religion Class Task Response PDHPE Task 2 Music Viva Voce in-class Dance Composition and Performance Science SRP – Students work on task (Week 7 to Week 10) Drama - performing PASS Sports Nutrition

Week 4

IST Task 2 Food Technology B, A – Practical Design and Technology – hand-in Textile Technology – project hand-in French – Task 2 Italian – Task 2

Week 9

Music Performance in-class commences

(Half-Yearly Exams)

Week 6

Week 2

Week 7

2012 Year 10 Assessment Manual


ASSESSMENT MAPPING TERM 3 2012 The timing of assessment tasks may change This plan is a guide for you, to assist in your preparation, planning and study for assessment tasks. This schedule does not include class assessment. Progressive task – a progressive task is a task which is assessed at various points throughout the term  PDHPE – progressive throughout Term 3 Week 1 Week 2

Week 6 Religion – research/hand-in Science SRP Due

Week 3

Week 4

Week 5

Week 7

Week 8

Mathematics – Assessment Task 3 hand-in Commerce hand-in and oral French – Task 3 Italian – Task 3 English – Speech

2012 Year 10 Assessment Manual

Week 9

Week 10

Visual Arts Critical Study Hand-in PASS – Rhythmic Gym commences Geography Task Dance Performance and Composition Food Technology A, B, C Hand-in Food Technology C Practical Science – Task 3 Practical Exam Food Technology A & B practical Music – Listening Task Design and Technology Hand-in Drama – Task 3 I.S.T. Hand-in, class PASS Sports Science – Body Systems Textiles Technology Project hand-in Music (performance) History – Task PDHPE Task 3


ASSESSMENT MAPPING TERM 4 2012 The timing of assessment tasks may change

This plan is a guide for you, to assist in your preparation, planning and study for assessment tasks. This schedule does not include class assessment.  

PDHPE – Progressive throughout Term 4 PASS – Enhancing Performance (Progressive)

Week 1 Week 2

Religion – Oral Presentation Religion – Oral Presentation PDHPE Task 4 – Physical Fitness Test Dance – hand-in French – speaking exam Italian – speaking exam Drama Task 4 Visual Arts Body of Work Exhibition commences

Week 3

Science – Yearly Exam Commerce Task French – Reading, Responding, Writing & Listening Italian – Reading, Responding, Writing & Listening Food Technology in class Exam Mathematics – Yearly Exam English – Yearly Exam Geography Yearly Exam History Yearly Exam Design and Technology – In class Textile Technology – In class I.S.T. hand-in

Week 4

Week 5

2012 Year 10 Assessment Manual

/809_Year%2010%202012%20Assessment%20Manual  

http://www.stmarys.nsw.edu.au/attachments/809_Year%2010%202012%20Assessment%20Manual.pdf

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